A cross-cultural comparison of student learning patterns in higher education
By K. Marambe, Jan D. Vermunt, Henny P. A. Boshuizen. 2012
127 citations recorded by the source corpus.
The aim of this study was to compare student learning patterns in higher education across different cultures. A meta-analysis was performed on three large-scale studies that had used the same research instrument: the Inventory of learning Styles (ILS). The studies were conducted in the two Asian countries Sri Lanka and Indonesia and the European country The Netherlands. Students reported use of learning strategies, metacognitive strategies, conceptions of learning and learning orientations were compared in two ways: by analyses of variance of students’ mean scale scores on ILS scales, as well as by comparing the factor structures of the ILS-scales between the three studies. Results showed most differences in student learning patterns between Asian and European students. However, many differences were identified between students from the two Asian countries as well. The Asian learner turned out to be a myth. Moreover, Sri Lankan students made the least use of memorising strategies of all groups. That Asian learners would have a propensity for rote learning turned out to be a myth as well. Some patterns of learning turned out to be universal and occurred in all groups, other patterns were found only among the Asian or the European students. The findings are discussed in terms of learning environment and culture as explanatory factors. Practical implications for student mobility in an international context are derived.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/75127332772c5759866d7e69aa79c5ba2821aafa
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward (2017, background): “Since Sri Lankan students turned out to make least use of memorizing strategies of all groups, their results did not support the idea sometimes found in the literature that Asian students would have a propensity for rote learning.”
- Inducing Self-Explanation: a Meta-Analysis (2018, unknown): “Differences have been reported between geographic regions in students ’ learning patterns (Marambe et al. 2012) and metacognition (Hartman 2001; Hartman et al. 1996), and these have the potential to moderate self-explanation effects.”